Teacher Self-Efficacy Scale Research Articles

Examining the Effectiveness of the In-service Training Program for the Education of the Academically Gifted students in Turkey: A Case Study

In this study, examining the effectiveness of in-service training for gifted education has been conducted. In the study, 30 Classroom, Science, Mathematics and Preschool teachers working at schools in different cities of Turkey, took part as volunteer participants. Moreover, some criteria were specified for determining the participants. In this in-service training, teachers have received theoretical and practical training in the academicians who study on gifted education. In this process, they have designed units in groups according to the Education Program for Gifted Student Bridge with University (EPGBU) curriculum. The research has been designed as a case-study research which is one of the qualitative research models. In the study, some data tools (scales, interview form and the documents) were utilized Two of data collection tools were developed by research. These were Science Fair Mentorship Self-efficacy Scale for Teachers (SFMSST) and Gifted Education Self-efficacy Scale for Teachers (GESST). As a result of a one-week in-service training, it has been determined that the teachers' perception of self-efficacy for scientific research mentorship and gifted education increased.

Teacher Self-Efficacy Scale (Scala sull’Auto-Efficacia del Docente – SAED): adattamento e validazione in Italia

Teacher Self-Efficacy Scale: Adaptation and Validation in Italy According to Albert Bandura (1977, 1992, 1994, 1995), self-efficacy is «the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations». A person’s attitudes, abilities and cognitive skills comprise what is known as the self-system. This system plays a major role in how we perceive situations and how we behave in response to different situations. Self-efficacy is essential component of this self-system. In other words, self-efficacy is a person’s belief in his or her ability to succeed in a particular situation. In the international literature, self-efficacy is an important topic among psychologists and educators. As Bandura and other researchers have demonstrated, self-efficacy can have an impact on behavior and motivation. To assess teacher self-efficacy, we applied the Teacher Self-Efficacy Scale by Tschannen-Moran & Woolfolk Hoy, 2001: for the Italian translation and adaptation we interviewed 200 teachers of primary and secondary schools (both genders represented). This scale is consistently found on three factors: «Efficacy for Student Engagement» (8 items), «Efficacy for Instructional Strategies» (8 items), and «Efficacy for Classroom Management» (8 items). The Italian adaptation confirms the relevance of the three factors and the statistical analysis shows the validity of the Italian version of the scale.

Stress, burnout and resilience of teachers of students with emotional behavioural challenges

146 EBC teachers of the seven Social Development Schools were invited to complete the questionnaire. Five existing instruments were adapted to form the questionnaire: the Source of Teacher Stress Scale, the Maslach Burnout Inventory-Educator Scale, the Teachers’ Sense of Efficacy Scale, the Resilience Scale, and the Collective Teacher Self-efficacy Scale. The analysis of the questionnaire data began with the development of descriptive statistics and moved to multiple regression (path) analysis to ascertain the relations among stress, burnout and resilience. In-depth interviews were conducted with 11 of the 106 respondents who rated themselves as resilient and who volunteered to participate in semi-structured interviews. Transcripts of the interviews were analyzed to identify and detail the significant factors and actions involved in the teachers’ resilience to burnout. Results

Students Bullying toward Teachers and Teacher Self-Efficacy Beliefs

This study aims to investigate bullied and non-bullied teachers by their students in terms of teacher self-efficacy beliefs, which is an important variable for the teaching profession. The participants of the study were 540 volunteer teachers teaching in the 6th, 7th, and 8th grades of junior high and high schools. The teacher self-efficacy scale and a questionnaire were used as data-collection instruments. When the scores obtained from the teacher self-efficacy scale of teachers were compared, a statistically significant difference was found in favor of the non-bullied group. Following this analysis, the scores of bullied and non-bullied teachers on the three subscales of teacher self-efficacy scale were compared and significant differences were determined on student engagement, instructional strategies, and classroom management sub-scales of the teacher self-efficacy scale in favor of non-bullied teachers.

EVALUATION OF MUSIC TEACHER CANDIDATES IN TERMS OF EDUCATING AND TEACHING SELF-EFFICACIES

The aim of the study is to determine the self-efficacy levels of music teacher candidates and determine whether differentiation of educating and teaching self-efficacy levels according to several variables. In addition, to examine the relationship between educating and teaching self-efficacy scores and academic achievement. The study group of the research constitute from music teacher candidates (N=158) who were educate in music education departments during the 2013-2014 academic year. For the purpose of the study, music teacher candidates' educating and teaching self-efficacy levels were assessed by the Educating and Teaching Self-Efficacy Scale which was developed by Kan (2007). Academic achievement scores were acquired personal information form which was developed by the researcher. In the analysis, Pearson Product Moment Correlation Coefficient and independent sample t test is used. As a result of the research it is determined that the educating and teaching self-efficacy levels of the music teacher candidates is high. However, a significant positive correlation was observed among the educating and teaching self-efficacy and academic achievements of the music teacher candidates. On the other hand, In terms of gender and class-level variable music teacher candidates educating and teaching self-efficacy scores did not show statistically significant differences. Keywords: Music teacher candidates, educating and teaching self-efficacy, academic achievement.

Strength and sources of self-efficacy beliefs by physical education student teachers

In the teaching domain, self-efficacy (SE) is related to teachers' judgment about their own ability to achieve learning outcomes and student engagement. SE is formed by four sources of information: mastery experiences, vicarious experiences, social persuasion, and psychophysiological states. We measured and analyzed SE and its sources for teaching physical education. Student teachers (n = 114) from three universities responded to two Likert scales - Physical Education Teacher Self-Efficacy Scale and Teacher Self-Efficacy Scale Sources - and a social demographic questionnaire. SE for teaching was classified as moderate, and vicarious experiences and social persuasion were the main sources of information. Results were discussed for future researches related to teaching practices in undergraduate programs as well as in-service teacher training.

Measuring the influence of stress and burnout in teacher-child relationship

Most research finds socio-psychological aspects and the organism-environment relationship crucial in the onset of stress-related phenomena; equally important is the subject’s evaluation of stimuli. The Burnout syndrome is defined as a psychological state perceived as emotive breakdown and sense of depersonalization, featuring decreased effectiveness at work and a lower evaluation of one’s performance. At school, the most significant widespread stressors are issues in managing student behavior. However, in the literature few works treat stress and burnout as a specific function of the teacher-pupil relationship. This research will highlight the significant correlations existing between burnout, self-efficacy, students’ academic performance and the quality of pupil-teacher relationships. 37 primary-school teachers in north-west Italy were involved (age range: 27-57 yrs; M=44.76 yrs; SD=8.38 yrs). Tools used were a specially designed socio-personal questionnaire, the Maslach Burnout Inventory (M.B.I.) and the Classroom and School Context Teacher Self-Efficacy Scale (CSC-TSES), while teachers’ perception of the relationship with their pupils was investigated with STRS (Italian adaptation). Preliminary analysis reveals mutual influence between teachers' self-efficacy levels and degree of burnout; Conflict is the only dimension correlating significantly with burnout levels and self-efficacy in class management ability.

Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion.

When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age = 45.0 yr., SD = 11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations.

Basic Personality Dimensions and Teachers’ Self-efficacy

This study is concerned with the relationship between teachers’ personality dispositions and their self-efficacy. The aim of the research is to find out if some personality dimensions are more important predictors of teachers’ self-efficacy than others. Research was conducted on the sample of 168 teachers. Norwegian Teacher Self-efficacy scale was used to measure teachers’ self-efficacy and Big Five Inventory for personality dimensions. Results show that teachers assessed their own self-efficacy quite high. The best evaluated was self-efficacy in the area of Instruction, while other aspects were evaluated lower. Among personality dimensions, the most important predictors of teachers’ self-efficacy were Conscientiousness and Openness.

The Research of the Relationship between Environmentally Aware Prospective Teachers’ Qualities and Self Efficacy Beliefs towards Environmental Education

Environmental education plays important role in raising consciousness and awareness of individuals on environmental issues and ensuring them contribute to solutions of environmental problems. This study aims to explore relation between qualities of environment consciousness elementary school teachers and their self-efficacy in respect with environmental education. Research was conducted with 150 prospective teachers who study at Siirt University Faculty of Education Department of Elementary School Teaching. “Environmental Education Self-Efficacy Scale” developed by Ozdemir et al. (2009) and “Scale for Qualities of Environment Conscious Teachers” developed by Oren et al. (2010) were used as data collection tools. Descriptive statistical techniques such as arithmetic mean, standard deviation as well as t-test and Pearson Correlation Coefficient Analysis were used in interpretation of results. According to the findings of research there is statistically significant relation between qualities of environment consciousness elementary school teachers and their self-efficacy in respect with environmental education. Furthermore, it was found that gender and status of having environmental training course do not create significant difference in environment-conscious teacher characteristics of elementary school teacher candidates.

The Development and Scaling of the Teaching Outdoor Education Self-Efficacy Scale

Outdoor educator teaching self-efficacy beliefs are an important, yet unexamined, aspect of teaching in the outdoors. Teaching self-efficacy beliefs are self-perceptions of ability to successfully perform necessary teaching tasks. These beliefs may influence the approach or avoidance of instructional strategies, the likelihood to experiment with new teaching strategies (Allinder, 1994), and persistence amidst set-backs while teaching (Tschannen-Moran, Hoy, & Hoy, 1998). In some cases, self-efficacy beliefs can be overinflated and result in inappropriate selection of behaviors, acceptance of risk, and decreased performance (Woolfolk Hoy & Burke- Spero, 2005). Thus, in the context of outdoor education, errors in an educator's teaching selfefficacy beliefs carry consequences for student learning and student safety (cf. Martin & Priest, 1986). It is critically important to attend to the accuracy of outdoor educator teacher self-efficacy beliefs during initial training phases because unrealistically positive or negative self-efficacy beliefs are commonly found to develop in teachers when they first begin their teaching careers (Cakir &Alici, 2009). Initial judgments of teaching self-efficacy are some of the most powerful influences on long-term beliefs and future behaviors (Shaughnessy, 2004). Despite the importance of attending to the accuracy of outdoor educator teaching self-efficacy beliefs, no context specific scale exists to measure these beliefs or their accuracy. Thus, the purpose of this paper is to present two studies, which develop a teaching outdoor education self-efficacy scale (TOE-SES).

Foreword

vii Foreword We are pleased to present this issue of the Research in Outdoor Education (ROE) journal. This marks the 12th volume of ROE and also represents an important point of transition for the journal. Following this volume, ROE will be published annually instead of being a biannual publication. In addition, ROE will now be published in cooperation with Sagamore Publishing, with Dr. Tim O’Connell from Brock University serving as the new editor. Relative to this current volume, six articles are presented for your perusal and reflection. We start with an essay by Thomas Beery titled “People in Nature: Relational Discourse for Outdoor Educators.” We stay in the theme of discourse and involvement in nature with Michael Griswold and his colleagues in their paper, “Exploring the Social Impacts of a Summer Camp for Youth with Tourette Syndrome.” Jayson Seaman and his fellow researchers explore the connection between rural youth and outdoor activities with their study, “A Longitudinal Study of Rural Youth Involvement in Outdoor Activities Throughout Adolescence: Exploring Social Capital as a Factor in Community -Level Outcomes.” Benjamin Mirkin examines the social climate of a group and individual peer interactions in his article, “Group Social Climate and Individual Peer Interaction: Exploring Complex Relationships on Extended Wilderness Courses.” Changing tack a bit, we have an article by Scott Schumann and Jim Sibthorp on “The Development and Scaling of the Teaching Outdoor Education Self-Efficacy Scale.” This ROE volume concludes with a study by Pohja, Ocobock, and Gookin titled “Energy Expenditure in the Backcountry.” As is usually the case, and certainly with ROE, the success of any journal is heavily contingent upon the quality of both the submissions and the reviews. Over the years, ROE has been fortunate to have a pool of dedicated and competent reviewers and this year is no exception. We are indebted to the following people who served as reviewers for this volume, including M. Deborah Bialeschki, (American Camp Association), Tim O’Connell, (Brock University), Keith Russell (Western Washington University), Jim Sibthorp (University of Utah), Frank Vernon (University of Wisconsin), and Alison Voight (Indiana University). Many thanks and kudos for all their efforts. Finally, a special thanks to Yun Chang for serving as the assistant editor with this volume of ROE. She immeasurably contributed to this effort through her attention to detail, ongoing communication to the authors and reviewers, and overall insight and suggestions made during the editorial review process. Thank you, Yun! viii And, of course, we acknowledge the faculty and staff at New York State University at Cortland who are involved in both ROE and the Coalition for Education in the Outdoors. Of particular note are the efforts of Andy Young and Charles Yaple, for without their efforts, ROE would probably not exist. Alan Ewert, Editor Research in Outdoor Education ...

Assessing the teaching efficacy beliefs of teacher trainees: A comparison of two institutions of Higher Learning in South Africa

This study assessed the teaching efficacy beliefs of third-year teacher education students from two different institutions, in three categories: student engagement, instructional strategies and classroom management. The study used a descriptive survey design. The target population for the study was all third-year students enrolled in five different programmes in each of the two universities of technology. A questionnaire, named the Teacher Self-Efficacy Scale (TSES), was used as an instrument to collect data from the participants. A total of 204 students from the two universities of technology completed the questionnaire. The results of the study on teacher trainees’ perceptions regarding their teaching efficacy beliefs revealed that 85% of the teacher trainees feel positive about their future occupation. The results therefore support the view that well-organised work integrated learning can lead to the development of a positive attitude towards the teaching profession.

Preservice teachers’ self efficacy and knowledge of emotional and behavioural disorders

This research examined preservice teachers’ knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51 with a mean age of 23.37 years (SD = 6.8 years). The Teacher Self Efficacy Scale (TSES) (long form) and Knowledge of Emotional and Behavioural Disorders questionnaire were administered. The participants had higher efficacy in instructional strategies, classroom management, and instructional abilities than in student engagement. There was no significant correlation between field experience, additional coursework, and familiarity with a child with EBD and the preservice teachers’ knowledge of EBD or self efficacy. This information is relevant to teacher programme coordinators indicating that further efforts should be made to increase preservice teachers’ knowledge of EBD, and to provide strategies for identifying and working with students with EBD in classrooms.

The development and scaling of the Teaching Outdoor Education Self-Efficacy Scale

Outdoor educator teaching self-efficacy beliefs are an important, yet unexamined, aspect of teaching in the outdoors. Teaching self-efficacy beliefs are self-perceptions of ability to successfully perform necessary teaching tasks. These beliefs may influence the approach or avoidance of instructional strategies, the likelihood to experiment with new teaching strategies (Allinder, 1994), and persistence amidst set-backs while teaching (Tschannen-Moran, Hoy, & Hoy, 1998). In some cases, self-efficacy beliefs can be overinflated and result in inappropriate selection of behaviors, acceptance of risk, and decreased performance (Woolfolk Hoy & Burke- Spero, 2005). Thus, in the context of outdoor education, errors in an educator's teaching selfefficacy beliefs carry consequences for student learning and student safety (cf. Martin & Priest, 1986). It is critically important to attend to the accuracy of outdoor educator teacher self-efficacy beliefs during initial training phases because unrealistically positive or negative self-efficacy beliefs are commonly found to develop in teachers when they first begin their teaching careers (Cakir &Alici, 2009). Initial judgments of teaching self-efficacy are some of the most powerful influences on long-term beliefs and future behaviors (Shaughnessy, 2004). Despite the importance of attending to the accuracy of outdoor educator teaching self-efficacy beliefs, no context specific scale exists to measure these beliefs or their accuracy. Thus, the purpose of this paper is to present two studies, which develop a teaching outdoor education self-efficacy scale (TOE-SES).

An Investigation of Music Teaching Self-Efficacy Levels of Prospective Preschool Teachers.

The aim of the study is to investigate music teaching self-efficacy levels of prospective preschool teachers. The study used survey model. Participants of the study consisted of a total of 120 prospective teachers studying at Mersin University, Faculty of Education, Department of Primary Education Preschool Teaching Program in Mersin, a City in Turkey. Two data collection instruments were used for the study. The first one was “Personal Information Form” for demographic and educational background information about the prospective teachers. The second one was “Music Teaching Self-Efficacy Scale” developed by OzmenteAŸ (2011). According to the findings of this study, it was found that there was no significant difference according to genders and high school type they graduated from (p>.05). The results revealed that music teaching self-efficacy levels of preschool teachers are low. Key words: Self-efficacy, music education, music teaching.

Pre-service physical education teachers preference for class management profiles and teachers self-efficacy beliefs

The present study aims to identify pre-service physical education teachers' class management profiles, teachers’ self-efficacy and the relationship between their class management profiles and teacher self-efficacy beliefs. The universe comprised junior and senior students studying physical education teaching at six different universities (Ahi Evran University, Karadeniz Technical University, Ataturk University, KA±rA±kkale University, Gaziantep University, Selcuk University in Turkey). In data collection, the Turkish versions of the Class Management Profile Scale and Teacher Self-Efficacy Scale were used. As for data analysis, arithmetic mean, standard deviation and Pearson's correlation coefficient were used. The findings indicated that the pre-service teachers had a general tendency for authoritative class management profile. It was also understood that pre-service teachers had a high level of self-efficacy beliefs and a positive correlation was observed between self-efficacy behaviors and general point average. Finally, a positive correlation was found between pre-service teachers' class management profiles (except the indifferent class management profile) and teacher self-efficacy beliefs, and the highest level of this correlation was observed in the authoritative class management profile. Key words: Class management, teacher self-efficacy, physical education.

Teacher Self-Efficacy and Teaching Practices in the Health and Physical Education Curriculum in Taiwan

The purpose in this study was to confirm the relationship between teacher self-efficacy and teaching practices in the health and physical education (HPE) curriculum in Taiwan. We used stratified random sampling and cluster sampling methods to select 842 HPE teachers from elementary schools in Taiwan. They completed the Teacher Self-Efficacy Scale in HPE and the Teaching Practice Scale in HPE (Pan, 2006, 2007). Structural equation modeling was used to analyze the suitability of the hypothetical model. Results indicated that the model had acceptable goodness-of-fit and it was concluded that teachers' self-efficacy has a positive effect on teaching practices in HPE.

Cross-validation of the Norwegian Teacher's Self-Efficacy Scale (NTSES)

The study assesses the psychometric properties of the Italian version of the Norwegian Teacher Self-Efficacy Scale – NTSES. Multiple group confirmatory factor analysis was used to explore the measurement invariance of the scale across two countries. Analyses performed on Italian and Norwegian samples confirmed a six-factor structure of the scale with a strong factorial invariance. The analyses conducted on the Italian sample supported good internal consistency and test-retest reliability. The Italian version of the NTSES showed expected correlations with measures of job-related well-being. These results confirm the good psychometric properties of the Italian version of the NTSES.

Examination of Self-Efficacy and Burnout Dynamics of Preschool Teachers in Turkey and the United States

<p style="text-align:justify">This study aimed to comparatively examine the self-efficacy and burnout levels of preschool teachers in Turkey and the United States. Of the general screening models, the study uses the relational screening model. A total of 90 teachers participated in the study. 32 of the participants were from the United States and 58 were from Turkey. The Teacher Self-Efficacy Scale and Burnout Scale were used in the study. The data were analyzed through the Whitney U-Test. According to the analyses regarding the self-efficacy levels of teachers, a significant difference in student participation sub-dimension as well as in total points in favor of the teachers in Turkey were found. However, no significant difference was found between the two countries with regards to teachers’ burnout levels. Regarding the self-efficacy levels of teachers working in Turkey, a significant difference was found in favor of teachers with two to five years of experience in the student participation sub-dimension, while no significant difference was found in the other sub-dimensions and in total points. On the other hand, no significant difference was determined was found between the self-efficacy levels and years of experience for the teachers in the United States.</p>